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Tatag Yuli Eko Siswono

Department Of Mathematics Education, Universitas Negeri Surabaya, Indonesia

Author-ID : 382372

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Pemanfaatan Game Edukatif MathPlayground untuk Melatih Keterampilan Berhitung Siswa Diskalkulia Annisa Shafa Az Zahra; Tatag Yuli Eko Siswono
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p710-727

Counting skills are an important basic ability for every student, including for students with learning disabilities such as dyscalculia. However, in reality, less interactive learning methods at school are often an obstacle, so that students with dyscalculia have difficulty in developing their counting skills. The low level of numeracy skills requires innovation in the learning process. One of the alternative solutions used in this research is the utilization of MathPlayground educational games, which are designed to provide a learning experience that is more interesting, interactive, and in accordance with the needs of students with dyscalculia. This study aims to describe the counting skills of grade VI elementary school students with dyscalculia before and after using the MathPlayground educational game Jet Ski Addition, and to find out their responses to the use of the game. This research uses a qualitative approach with the type of case study research on four subjects of dyscalculia students at SD Negeri 2 Taman Madiun City. Data collection techniques were carried out through dyscalculia tests, early and late counting skills tests, observations, and interviews. The data analysis technique uses the standard value of book adaptation for dyscalculia tests, counting skills test indicators, recording observations, and data reduction of interview results. The results showed that before the intervention, students experienced obstacles in the counting process such as lack of understanding of the problem, slow calculation strategies, and low levels of accuracy and concentration. After being given an intervention through the Jet Ski Addition educational game from MathPlayground, students' counting skills improved both in the thinking process, time efficiency, and accuracy of answers. In addition, students showed a positive response to the game which was considered fun, challenging, and able to foster learning motivation.

Kemampuan Berpikir Kreatif Siswa SMA dalam Memecahkan Masalah SPLTV dengan Memanfaatkan ChatGPT Elita Nathania Dewi; Tatag Yuli Eko Siswono
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p646-669

Creative thinking is the ability to generate new ideas in order to solve a problem. Several studies indicate that students' creative thinking skills in problem solving are still relatively low, requiring a more innovative approach. The use of Artificial Intelligence (AI) as a creative partner is considered to have the potential to support students' idea exploration and creative thinking skills in problem solving. This research is a qualitative study with the aim of describing the creative thinking skills of high school students with high, medium, and low abilities in solving SPLTV problems using ChatGPT. This research was conducted at State High School 14 in Surabaya with a subjects of six students, comprising two students with high abilities, two students with moderate abilities, and two students with low abilities. The research data was obtained through a mathematics ability test, SPLTV problem-solving tests utilizing ChatGPT, and interviews. To ensure the validity of the research data obtained, source triangulation was carried out. The results showed that students with high abilities can fulfill all three aspects of creative thinking ability indicators. Students with moderate abilities fulfill the aspects of fluency and flexibility. Students with low abilities only fulfill the aspect of fluency. Overall, students with high, moderate, and low abilities can only use ChatGPT to evaluate ideas and solutions that they already have. Thus, the use of ChatGPT in mathematics learning does not automatically support students' creative thinking abilities optimally, but depends on clear guidelines for using ChatGPT and a good understanding of ChatGPT.

Pengembangan E-Book Bangun Datar untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas III Sekolah Dasar Wiwik Andriani; Tatag Yuli Eko Siswono; Tri Dyah Prastiti
MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 1 (2023): Vol 6 No 1 Maret 2023
Publisher : Prodi Pendidikan matematika Universitas Islam Majapahit (UNIM), Mojokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36815/majamath.v6i1.2544

Penelitian ini bertujuan untuk menjelaskan kelayakan media e-book bangun datar dan menjelaskan apakah berpikir kritis siswa mengalami peningkatan sesudah belajar dengan media e-book bangun datar. Latar belakang diadakan penelitian ini karena tingkat berpikir kritis siswa rendah pada materi keliling bangun datar. Dalam penelitian ini menggunakan metode pengembangan model ADDIE. Analisis data yang digunakan adalah uji-t dan N-gain. Diperoleh persentase 90% dari orang yang kompeten di bidang materi, 91% dari orang yang kompeten di bidang bahasa, serta 92% dari orang yang kompeten di bidang media. Hasil uji kepraktisan dilihat dari hasil angket siswa diperoleh 92% artinya sangat praktis digunakan. Tingkat efektivitas berdasarkan posttest siswa secara individu dan klasikal mendapat nilai >71 termasuk dalam kategori tuntas, hal tersebut membuktikan media e-book bangun datar efektif digunakan. Berdasarkan hasil uji kelayakan media diketahui bahwa media e-book bangun datar layak dipakai dalam peningkatan kemampuan berpikir kritis. Hasil perhitungan menggunakan uji-t diperoleh rata-rata posttest sebesar 85,66 lebih tinggi dibandingkan nilai pretest sebesar 38,73. Hasil perhitungan menggunakan uji N-gain diketahui rata-ratanya sebesar 0,7 dalam rentang 0,3 ? g ? 0,7 dengan kriteria sedang. Berdasarkan hasil perhitungan uji-t dan N-gain bisa ditarik kesimpulan kemampuan berpikir kritis siswa meningkat secara signifikan sebelum dan sesudah menggunakan media e-book bangun datar dalam proses belajar mengajar.

Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Matematika Open-Ended Berbantuan Mathigon Ditinjau dari Kemampuan Matematika Mustika Maharani Jarkoni; Tatag Yuli Eko Siswono
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p234-241

Creative thinking skills play an important role in enabling students to generate various ideas and strategies when solving open-ended mathematics problems. This study aims to describe students' creative thinking skills in solving open-ended mathematics problems with the help of Mathigon, based on their mathematical ability levels (high, medium, and low). This study employs a qualitative case study approach involving six students selected based on the categories of mathematical ability, adaptability to digital technology, and fluency in oral communication. Data were collected through a mathematical ability test, Mathigon-based problem-solving tasks, and in-depth interviews. Data analysis was conducted based on creative thinking indicators: fluency, flexibility, and novelty. The results showed that students with high mathematical ability met all indicators. In contrast, students with medium mathematical ability showed varying results (one student met all indicators, another student only showed fluency). Students with low mathematical ability did not show flexibility but showed potential in fluency and novelty. This study indicates that Mathigon, as an interactive medium, supports the development of students' creative thinking skills in solving open-ended mathematics problems at various ability levels.

Proses Berpikir Kreatif Siswa dalam Pemecahan Masalah Kolaboratif pada Konteks Open Ended Kharisma Normala Dewi; Tatag Yuli Eko Siswono
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p93-105

In 21st-century learning, creative thinking and collaboration skills are abilities that need to be developed in every subject, including mathematics. The low level of creative thinking skills among Indonesian students, as shown in the PISA results, as well as students' difficulties in individual problem solving, are important reasons for exploring the collaborative creative thinking process. Therefore, this study uses open-ended questions because this type of question allows for a variety of solution strategies and ideas to emerge, exposing students' creative thinking processes in a collaborative context. This study aims to describe students' creative thinking processes in collaborative problem solving in heterogeneous groups (high, medium, and low). This research is a descriptive qualitative study with two groups of eighth-grade students at a junior high school in Gresik as subjects. Data collection techniques included tests, observations, and interviews. Data analysis was conducted based on the stages of creative thinking according to Siswono (2008) and collaboration competencies according to the OECD (2017). The results showed that Group 1 demonstrated collaboration through active communication, role-sharing, and contributions from all members. This group successfully met all indicators of creative thinking, such as fluency, flexibility, and originality. In contrast, Group 2 was dominated by high-ability students in the early stages, while other members tended to be passive. Although participation increased during the planning phase of idea implementation, this group could only meet the fluency and flexibility indicators. The creative thinking process of both groups went through the stages of synthesizing ideas, developing ideas, planning idea implementation, and implementing ideas. Interaction patterns showed that high-ability students tended to lead, moderate-ability students acted as connectors, and low-ability students were passive but still contributed to task execution.

Menilai Kualitas Tugas Matematika Buatan Guru SMP dengan Stimulus Soal Berbasis Literasi dan Numerasi yang Menumbuhkan Berpikir Kritis Siswa Ismail; Tatag Yuli Eko Siswono; Masriyah; Abadi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p72-80

Questions that encourage students to construct meaning and build mental connections tend to foster critical thinking skills. Previous research on junior high school mathematics teachers shows that, in reality, teachers often have not been successful in teaching students to think critically; instead, they focus more on teaching the subject matter content alone. The problem concerns how to improve the quality of mathematics tasks designed by junior high school mathematics teachers in Pasuruan Regency, and whether the tasks developed by teachers have already fostered students’ critical thinking skills. One effort that teachers can undertake is to use literacy- and numeracy-based problem stimuli in the tasks given to students. However, the development of literacy- and numeracy-based questions that can enhance critical thinking skills has not yet been well mastered by mathematics teachers. Therefore, they need to engage in direct, interactive activities with experts in mathematics education, particularly in the field of critical thinking. Through the workshop on critical thinking–oriented learning for junior high school mathematics teachers in Pasuruan Regency, it is expected that teachers will be able to design literacy- and numeracy-based problem stimuli to be used in critical thinking–oriented mathematics instruction at the junior high school level. The results of the teacher mentoring activities in designing mathematics tasks with literacy- and numeracy-based problem stimuli for critical thinking–oriented mathematics learning at the junior high school level are as follows: 16 out of 19 participants (84%) produced stimuli that were well designed based on literacy and numeracy, containing sufficient information to develop questions that trigger students’ critical thinking skills; 2 out of 19 participants (10.5%) produced stimuli that were fairly well designed based on literacy and numeracy, containing limited information to develop questions that stimulate students’ critical thinking skills; and 1 out of 19 participants (5%) produced stimuli that were poorly designed based on literacy and numeracy, containing no information that could develop questions to stimulate students’ critical thinking skills. Based on the questionnaire results, 53.8% of participants strongly agreed and 46.2% agreed that the workshop materials could be easily understood and applied; 76.9% strongly agreed and 23.1% agreed that the workshop materials were delivered in a well-structured and systematic manner; 84.8% strongly agreed and 15.4% agreed that the resource person mastered the material presented; 61.5% strongly agreed and 38.5% agreed that the resource person presented the material clearly and sequentially; 69.2% strongly agreed and 30.8% agreed that the answers provided by the resource person to participants’ questions were very clear; and 38.5% strongly agreed, 46.2% agreed, while only 15.4% disagreed that the duration of the training was appropriate.

Exploring the Commognitive Processes of a Prospective Mathematics Teacher in Mathematical Problem Posing Restu Ria Wantika; Tatag Yuli eko siswono; Raden Sulaiman
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p62-73

This study aims to explore the commognitive processes of a high-performing prospective mathematics teacher during mathematical problem posing by examining how the four commognitive components word use, visual mediators, routines, and narratives emerge across the orientation, connection, generation, and reflection stages. This study employed a qualitative descriptive approach. The participant was purposively selected based on obtaining the highest score on a mathematical problem-solving test. Data were collected through a problem-solving test, a problem-posing task, and semi-structured interviews. The data were analyzed using data reduction, data display, and conclusion drawing, while credibility was established through data triangulation. The findings revealed that all four commognitive components emerged throughout the mathematical problem-posing process. During the orientation stage, the participant represented mathematical ideas using appropriate mathematical symbols and terminology. During the connection stage, the participant established conceptual relationships by linking derivatives and integrals as inverse operations. During the generation stage, the participant formulated a more sophisticated mathematical problem involving exponential functions. During the reflection stage, the participant verified the solution through substitution and logical justification. These findings indicate that mathematical problem posing is not merely a procedural activity but a commognitive process in which conceptual understanding, mathematical communication, and reasoning interact dynamically. This study extends the application of the commognitive framework to mathematical problem posing and provides pedagogical insights for developing prospective mathematics teachers' problem-posing competencies.

Development of the Indonesian Version of the Object-Spatial Imagery and Verbal Questionnaire (IDN-OSIVQ) Fatimatul Khikmiyah; Tatag Yuli Eko Siswono; Agung Lukito
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 1 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i1.5343

Developing the Indonesian Version of the Object-Spatial Imagery and Verbal Questionnaire (IDN-OSIVQ) aims to create a culturally adapted and validated instrument for assessing object-spatial imagery abilities in the Indonesian population. The research utilized a developmental method to test the instrument's reliability and validity through rigorous adaptation procedures, including translation, back-translation, expert review, and pilot testing. Data from 153 students were analyzed to establish the internal consistency, construct validity, and factor structure of the IDN-OSIVQ. Results showed that the IDN-OSIVQ scales had satisfactory internal reliability, with principal component analysis confirming distinct and coherent factors. Object imagery had the highest average score (3.6662), while spatial imagery had the lowest (3.1765). Criterion validity was established as participants' ratings correlated favorably with corresponding tasks. Gender differences were observed: men scored higher on spatial imagery and women on object imagery, yet these differences did not overshadow the strong associations between cognitive style ratings and objective measures. The cultural adaptation process ensured the questionnaire's relevance and comprehensibility, enhancing its applicability. The findings support the IDN-OSIVQ as a reliable and valid tool, suggesting future research should involve more diverse age groups.

The effect of digital mathematics learning on students’ problem-solving and creative thinking abilities in statistics learning Rini Subiyati; Tatag Yuli Eko Siswono; Sendi Ramdhani
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.3743

Digital learning in mathematics has gained increasing attention as a way to support students’ higher-order thinking skills, particularly problem-solving and creative thinking. This study aimed to investigate the effect of digital mathematics learning on students’ problem-solving and creative thinking abilities in statistics. A quasi-experimental design was used involving 54 students who were divided equally into experimental and control groups. Data were collected through pretests and posttests and analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The results showed that the experimental group achieved higher posttest scores than the control group in problem-solving ability (72.41 vs. 63.78) and creative thinking ability (70.15 vs. 61.44). The experimental group also showed significant improvement from pretest to posttest in problem-solving ability (mean difference = 15.37, t = 8.21, p < 0.001) and creative thinking ability (mean difference = 14.81, t = 7.56, p < 0.001). In addition, students in the digital learning class performed better than those in the conventional class in fluency, flexibility, originality, and total creativity score. These findings indicate that digital mathematics learning can help students solve statistical problems more systematically and encourage creativity in exploring different solution strategies. This study highlights the importance of integrating digital media, such as interactive videos and Excel-based activities, into statistics learning to support more innovative mathematics instruction.

HIGH SCHOOL STUDENTS' CREATIVE THINKING ABILITY IN PROPOSING COLLABORATIVE PROBLEMS ON SEQUENCES AND SERIES Nabilla Dihni Amilia; Tatag Yuli Eko Siswono; Endah Budi Rahaju
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.28441

This study aims to describe the creative thinking ability of high school students in posing collaborative problems on sequences and series, so the type of research used is a case study with a qualitative approach. The subjects in this study were high school students of grade X who were divided into groups of students with high, medium, and heterogeneous mathematical abilities (high, medium, and low). There are four data collection techniques used in this study, namely the mathematics ability test (TKM), the collaborative mathematics problem posing task (TPMKM), observation, and interviews. The instruments in this study are divided into two, namely the main instrument and supporting instruments. The main instrument is the researcher, while the supporting instruments are in the form of the mathematics ability test grid (TKM), the collaborative mathematics problem posing task sheet (TPMKM), observation guidelines, and interview guidelines. The collected data were then analyzed into three stages: data condensation, data presentation, and conclusion drawing. Data validity checking in this study uses method triangulation. There are two methods used in checking the validity of the data, namely researcher observation and FGD. The results of the study found that in homogeneous groups, the high homogeneity group demonstrated creative thinking skills in the form of fluency, flexibility, and novelty when posing collaborative problems, while the medium homogeneity group only demonstrated fluency and flexibility. In heterogeneous groups, the researchers found that student groups only demonstrated fluency. The different creative thinking skills of each group were due to differences in the composition of the mathematical abilities of the group members.

Co-Authors Abadi ABADI Abadi Abadi Abadi Abdul Haris Rosyidi Abdul Haris Rosyidi ADINDA SURYA PUTRI, NOVIEA AGUNG LUKITO Agung Lukito Ahmad Wachidul Kohar Ain Putri Rustini Ainurrohmah, Indah Ajeng Rara Veronica Alfiati Oktaaviarina Alista Hariyanti Amalina, Ijtihadi Kamilia Amalina, Ijtihadi Kamilia Amelia Rida Zahra Hardian Hardian Aminah Ekawati Amirudin, Mochammad Amirudin, Mochammad Aneu Pebrianti Anis Shobikhah Aniskurnia Rahmadhani Fajerin Annisa Shafa Az Zahra Ardi Dwi Susandi Ardiansyah, Dicky Ari Mawanto Arief Budi Wicaksono Armeria Wijaya Aryo Andri Nugroho Asma Johan Atik Wintarti Aulia Kholifatul Khasanah Auliya, Ahmad Sulthan AYU SEPTYANI, DWI Ayu Wulandari, Hilaria Yesieka Bahrudin, Eko Rahmad Bonyah, Ebenezer Cahyati, Vania Idelia Ching, Ong Khye Chusnul Fadlilah Defi Imamatus Sholikha Deka Anjariyah Devya, Lenthera Mega Dewi Setianingsih Dini Kinati Fardah Dita, Farah Dovina Meilisa Nur Fadilla Dwi Juniati Dwi Juniati Dwi Juniati Dwi Nur Yunianti DWI SISWANTORO, MAHMUD Ekawati , Rooselyna Elita Nathania Dewi Elvita Novia Dinawati Ely Susanti Endah Budi Rahaju Endang Suprapti Endri Puji Lestari Evangelista Lus Windyana Palupi Evy Novia Nanda Artama Fachry Abda El Rahman FARIHATUS SADIYAH, IHDA Farman FATIMA AZZAHRO, ELOK Fatimatul Khikmiyah Fatimatul Khikmiyah Fauzi, Habibillah Achmad Putra Fiangga, Shofan Fidyah Maulidah FILLAH FR, ASHDAQ Fitmawati, Entya Esa FITRIYAH, NUR Fitriyani Hali, Fitriyani Fran Susanto Galih Kurniadi Galih Kurniadi Gusti Uripno HABIB MANAN, MUHAMMAD Halimah Nur Agustin Hanifah, Mifthaqul Harini, Novita Vindri Heng, Limalin Hikmah, Nur Hidayatul I Ketut Budayasa Ida Dwijayanti Ihsani, Ulynnuha Aulia Ijtihadi Kamilia Amalina Ika Dwi Retnowati Ika Kurniasari Ika Kurniasari Imelda Imelda Imelda Imelda Imelda Imelda Indarasati, Nanda Ayu Ismail Ismail Ismail Ismail, Ismail Iyan Rosita Dewi Nur Jamhari Jamhari Jayanti Putri Purwaningrum Julia Ayu Wulandari Kai-Lin Yang Karomah, Syarifatul Kharisma Normala Dewi Khoirun Nisa khusnul khotimah kiki ratnaning arimbi Kurnia Widyaningsih Kurniawan Cahyanto Laikha Sari Lenthera Mega Devya M. Fauzan Asy'ari M. Ulul Albab M. Zaenal Muttaqin MACHMUDAH, AMIROTUL Manuharawati Marpaung, Dian Wahyu Masriyah Masriyah MASRIYAH Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Maulida Aulia Mega Teguh Budiarto Meryansumayeka Meryansumayeka Mochammad Amirudin Moh. Hafiyusholeh Mudinillah, Adam Muh. Rizal Muhamad Alfian Efendi Muhammad Arif Fathoni muhtarom Muhtarom Muhtarom Muhtarom Murwaningsih, Wuri Indah Mustika Maharani Jarkoni Nabilah Kartika Sukmawati Nabilla Dihni Amilia Nanda Ayu Indarasati Nanik Kurnia Sugiarti Ndayizeye, Oscar Neni Mariana Noerdiana, Azizah Firdha Novita Vindri Harini Nuha Zamroni, Fajar Nur Azizah Nurdin Nurdin Nurul Laili Nuswantoro, Ari Wahyudi Nyimas Aisyah Oktaf Winda Wanodya Utama Oktaviana Ainun Ratnawati Oktaviana Ainun Ratnawati Oktaviana, Dwi Livia Pertiwi, Rizky Dian Pradnyo Wijayanti Putra, Misel Rajasyah Hadi Putri Dwi Naryaningsih Rachma Mufidah, Latifah Nuryah Raden Sulaiman Rahaju, Endah Budi Rahman, Fatchiyah Rahmatika, Ismi Ramlah Ramlah Ramlah Ramlah Ramlah Ratna Sari Dewi Restu Ria Wantika Ria Pusvita Sari Rini Setianingsih Rini Subiyati Rita Diana Rita Lefrida Rodiyah Putri Aryffiani, Lisa`yiha Rooselyna Ekawati ROYHAN, MUHAMMAD Rusydah Kamilah Salsabila Az Zahra SANDI SETIAWAN, ARI Savirra Tazkia Sendi Ramdhani Setia Putri Ayu Ramadani Setianingsih, Rini Sipayung, Tetty Natalia Siti Khabibah Siti Khoiriyah Siti Maghfirotun Amin Siti Mistima Maat Siti Munawaroh Sri Wahyuni Sugi Hartono Sugi Hartono Sugi Hartono, Sugi Suhendra Panca Wardhana Susanto, Fran Sutinah Syafiul Muzid SYAMSU ALAM Syamsu Alam Syarifatul Maf’ulah Syifa'uliyah, Syifa’uliyah Syifa’uliyah Syifa'uliyah tazkia, savirra Tina Rosyana Tri Dyah Prastiti Tri Rezeki, Irma Setiawati Tria Bitara Ucu Rahayu Ulul Azmi Uswatun Hasanah Uzlifatul Hasanah Uzlifatul Hasanah Vania Idelia Cahyati Wahyu Kartikawati Wahyuni, Anik Sri Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wisnu Diansyah, Zamzami Wiwik Andriani Wiwik Andriani Wulan Puspitasari Wulandari, Hilaria Yesieka Ayu Wuri Indah Murwaningsih Yatim Riyanto Yulia Puji Astuti Yumiati YUSUF FUAD Zahri, Mohammad Zulnaidi, Hutkemri

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